INDEX FOR INCLUSION - FACTS AND OPINIONS Dr. Naser Zabeli & Ma. Lulavere Behluli

Prishtina, December 2014 INDEX FOR INCLUSION DR. NASER ZABELI & - FACTS AND OPINIONS MA. LULAVERE BEHLULI

Authors: Content Dr. Naser Zabeli Ma. Lulavere Behluli Context...... 5 Inclusive Education – definition...... 6 Inclusive Education in ...... 8 Supported by: Index for Inclusion...... 10 Save the Children Process of implementation of Index in pre-school and school institutions...... 14 - Programme Implementation Research methodology...... 20 - Programme Development and Quality Good practices from the implementation of the Index in preschool institutions and schools...... 21 Challenges /difficulties of the implementation of the Index in educational institutions in Kosovo...... 29 Translation and editing: Conclusion and recommendations...... 31 Jonis Buzi Bibliography...... 32

Design, layout and print: List of tables and figures Envion Figure 1. Triangle inclusion...... 11 Figure 2. Implementation Phases of Index for Inclusion...... 12 Table 1: Implementation Model of the Index for Inclusion Published by: (first included schools from 2006 until 2013)...... 15 Save the Children Table 2: Example of work presentation during the monitoring from trainers...... 16 Gazmend Zajmi, no. 01 Table 3: List of pre-school institutions and primary schools...... 17 10000 Prishtina, Kosovo Table 4: Monitoring of Pre-school Institutions and Schools...... 18 Tel: +381 (0) 38 23 26 91 Table 5: Integration of the Index in the model school development plans –from “Migjeni” Primary School, Mitrovica...... 19 Fax: +381 (0) 38 23 26 93 Table 6 : Institutions included in the research and the number of respondents...... 20 [email protected] Table 7: Participators in focus group...... 20 http://kosovo.savethechildren.net Table 8: Institutional changes...... 22 Table 9: Recommendations from educators/ teachers, parents and students...... 24 Table 10. The list of pre-school institutions and schools which have won grants by Save the Children...... 28 Copyright © 2014, Save the Children All rights reserved by Save the Children in Kosovo. This report may be reproduced by any method without fee or prior permission for teaching purposes, but not for resale. For use in any other circumstances, prior written permission must be obtained from the publisher. List of acronyms The opinions expressed in this publication are the sole responsibility of the authors and do not necessarily reflect the opinions of Save the Children. MEST- Ministry of Education Science and Technology MDA – Municipal Directorate for Education As part of Save the Children accountability system: If you have any complaint, feedback or RAE - Roma, Ashkali and Egyptians question, kindly share it with us at: [email protected] UNMIK- United Nation Mission In Kosovo FSDEK – Finnish Support to the Development of Education in Kosovo UNICEF - United Nation Children’s Rights & Emergency Relief Organization KCF (KKK) – Kosovo Curriculum Framework ISBN 978-9951-534-35-2 KESP (PSAK) - Kosovo Education Strategic Plan IEP- Individual Education Plan NGO- Non-Governmental Organization

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Introduction 1. Context Inclusive education is a challenge for all the countries which aim at realizing the principle of Index for Inclusion is an instrument that supports schools to develop as inclusive schools and creating equal opportunities for all children, regardless of religion, culture, race, sex, and any inclusive teachers. We have been fortunate to meet the first author of this document, Mr. other diversity, which is a fundamental right of each human being. Tony Booth, through “Save the Children” and in consultation with him we have adapted it for the Kosovo context. In addition, in order to be more concrete in this adaptation, we organized In many educational systems of different countries, inclusiveness has already become a reality a workshop with educators and teachers of pre-school institutions and schools of Kosovo but accompanied with numerous difficulties. Kosovo is facing this challenge, too, and it is making (primary and lower secondary schools). efforts towards the realization of the concept of inclusive education.

In some Municipalities of Kosovo, based on this document, we also organized workshops for The changes, that have taken place in Kosovo during the recent years, have also had a powerful implementing the inclusiveness in accordance with the methodology of Index for Inclusion. At impact in the education domain. The reformation of education, along with many novelties, has first, this was a challenge for us, since it is a new method, a new more practical and concrete brought new notions and concepts in terms of treatment and the place which the inclusive method that requires that the concrete works in these institutions take place after the trainings. education should have in the context of education system. Therefore, the inclusive education includes the adoption of a wide vision of the education for all, taking into consideration the After some workshops organized in pre-school institutions and primary and lower secondary needs of all children, including those who are in danger of marginalization and exclusion. schools, we conducted a research, too. Therefore, we have the pleasure to present some facts and opinions derived from the workshops and open-end interviews, carried out with educators, In the Republic of Kosovo, despite the very positive developments in education, the statistics teachers, students and parents, coming from the institutions and localities in Kosovo where the training about the non-inclusion of children in education may still be considered disturbing. This is programs have taken place, and a focus group, in which the following participated: the managing staff primarily for children with special needs (with severe and multiple damages) and minorities, members from the municipal education department, directors of pre-school institutions and schools, especially for Roma, Ashkali, and Egyptians (RAE). MEST is continuously making efforts to educators, teachers, and the staff members from the Save the Children Office. improve the conditions in all directions, in order to enable the highest inclusion for all the children in educational institutions. In this regard, very positive steps have been undertaken in The facts and opinions presented here will serve as a model and opportunity to encourage relation to the inclusion, the basis of which is found in the special education. MEST, MED, pre-school institutions and schools, in a word, the whole education community, to initiate and implement the inclusion in compliance with the methodology of the Index for The special education in Kosovo has been running since 1950, when the running of special Inclusion. schools commenced. The education in these special schools was offered for a small number of children, considering the small number of schools and the non-professional context. During On this occasion, we want to heartily thank all the educators, teachers, students, parents, 1990-1999, four special schools, and four attached classes in the context of regular schools, directors and education officials, who, by their readiness and opinions, have contributed in the have functioned. This education, which was still segregating in rapport with inclusion, as such documentation of the implementation impact of the Index for Inclusion in our institutions. continued until 2000. Since 2000, a new era has begun for education in Kosovo in general and for special education in particular. It is about a larger percentage of inclusion of children with Authors special needs in education and the progress in legal infrastructure.

In the beginning of this period, in a parallel manner with the gradual establishment and function of the Ministry of Science and Technology (firstly under the governing of UNMIK), some international agencies started to support, among others, the sector of special education. It is worth mentioning here the following: Save the Children, Finnish Support to the Development of Education in Kosovo (known as “FSDEK”), UNICEF, Handikos, etc.

The period after 2000, marks the progress towards the development of a series of documents by the Ministry of Education, Science and Technology (the special education sector functions as a separate unit), which have been oriented towards the inclusion.

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2. Inclusive Education – definition • Gain of experience from the attempts to overcome the obstacles (barriers) in the approach and participation of some students in the creation of changes in favor of students in general. There are many ideas and definitions for inclusion and it is difficult to analyze all of them, but we will rely on the definitions that reflect, what we call, “inclusion”. • Understanding the differences among the students as a source of support to learning, rather than as the problems that should be solved. The Inclusive education aims at the education of all the children according to their age, in compliance with their capacities, and their special needs in the common school settings. This is • Acknowledgement of the student’s right to education in the place of residence. an international contemporary practice, accepted as the most suitable form for the realization of the right to education, as a basic right for all the children “without discrimination of any • Enhancement of schools for both the education employees and the students. kind, irrespective of the child’s or his or her parent’s or legal carer’s race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or • Emphasis of the school role in building the communities and creation of values, as well other status” (UN Convention on the Rights of the Child, 1989). The inclusive education means as in the increase of results. much more than the mere presence of children with special needs in regular schools. It has been developed throughout a long history of education novelties and represents the improvement of • Advancement of mutual relationship between schools and communities. schooling in many levels for all the children (Skrtic, Sailor and Gree, 1996), and it is related to the promotion of dignity and differences (Barton, 1997). • Acknowledgement of the fact that inclusion in the education system is an aspect of inclusion in society. The inclusive education is in favor not only of children who come from marginalized groups, but also of those who have learning difficulties. All the students benefit from the inclusive Therefore, the inclusive education is not merely a partial regulation of the education system, education, regardless to the fact whether they have special needs or not, since it is known that but its entire renovation, and a deep reform of schools (Stangvik, 1997), a school for everyone. all the children have their peculiar style of learning and expression. Inclusive education, not only The implementation of the inclusive education reform creates the conditions for an education accepts all the children in the general education system, but it also encourages them to adapt system which integrates in itself a variety of students and differentiates the education according to the special needs of all the students. According to the Index, the inclusion is related to the to this diversity. education of all children and youth. The following are the basic components of the definition of inclusion, according to the Index for Inclusion1 (Both and Ainscow).

• Equal assessment of all students and workers.

• Increase of the level of active participation of students in the learning process and the decrease of their non-inclusion in cultures, curricula and in the school communities.

• Restructure of cultures, policies, and practices in schools, so that they respond to the diversity of children in the locality.

• Decrease of obstacles to learning and active participation in the learning process for all children, thus not only for those with impediments, or those who are called “students with special needs in education”

1 Booth, Tony. Ainscow, Mel. Adapted in Albanian language by Zabeli, Naser, and Behluli, Lulavere. 2011. Index for Inclusion Prishtina: Save the Children.

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3. Inclusive Education in Kosovo

Important steps have been made towards the opening of regular schools, both for the children with special needs and other children. This process, however, is facing some obstacles especially in the correct understanding of the inclusive education concept by the education institutions starting from the central level to the school levels.

Ministry of Education, Science and Technology, included the inclusive education as a philosophy which permeates all its policies, from the legislation to the other accompanying documents promoting the inclusive education.

• Law on Pre-university Education in the Republic of Kosovo 2011 – “Inclusion” as a concept permeates the whole law, which is based on the Salamanca Statement on inclusion and the Convention on Human Rights.

• Kosovo Curriculum Framework (KCF) (2010) – One of the main principles upon which the KCF is developed is the inclusion. The KCF is in line with the Education for All and the Millennium Development Goals.

• Early Learning Development Standards for Children Age 0 to 6 (2011) – Provides an inclusive approach to early education, which focus are the children and their In addition to the development of policies, this process has also been assisted by the achievements in different development fields in accordance with his/her age. cooperation with various projects which have been implemented in Kosovo and the gained experience enabled the establishment of positive and functional models for our context and • Standards for child-friendly schools (2012) – The concept of child-friendly schools is circumstances, especially in the inclusion of children/students with special needs in the regular grounded on the Convention on the Rights of the Child and represents an inclusive educational institutions, such as the pre-school institutions and schools. A particularly important approach that integrates the aspects of education reform and puts the child in the contribution was given by Save the Children, Finnish Projects, UNICEF, etc. Some of the center of attention in all the activities that take place and are implemented in school. important activities are as follows:

• Kosovo Education Strategic Plan (PSAK) (2011-2016) is a five-year plan which • carrying out a considerable number of trainings for teachers integrates the lifelong learning with the inclusion in education. It is a model for reaching all the students and it provides everyone with equal opportunities to quality education. • transformation of special schools in Resource Centers In this strategic plan, the education of children with special needs refers to the Strategic Plan for Organizing Inclusive Education for Children with Special Educational • establishment of inclusive pre-school and school institutions Needs in Pre-University Education in Kosovo 2010-2015, which was compiled in 2010. • involvement of educators and teaching assistants • Individual Education Plan (IEP) (2013) is an official pedagogical document which is compiled for children with special education needs, for whom the evaluation team of • publication of works, books and guides on the issue of inclusive education, etc. experts of different development fields have decided to provide suitable education for children with special needs. • commencement of the implementation of the Index for Inclusion in pre-school and lower secondary school institutions, by Save the Children in partnership with the MEST.

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4. Index for Inclusion A) Establishment of an inclusive culture, B) Establishment of inclusive policies, What is Index for Inclusion2? C) Establishment of inclusive practices. The Index for Inclusion is an instrument which helps the schools to develop through the inclusive model, ensuring long-term changes in structure, learning, and various areas of schooling.

evolving inclusive PRACTICES

Producting inclusive POLICIES

creating inclusive CULTURES

Figure 1. Triangle inclusion

Indicators and questions

The Index for Inclusion is composed of sections, with each of them containing 5-11 indicators. Each indicator represents an important aspect for the school even though some more sensitive issues, such as minorities, children with special needs, are reflected in all the indicators. The meaning of each indicator has been explained by a number of questions, which crystallize the Context of Index: current situation in school, provide additional ideas for developmental activities, and serve as criteria of progress. • Main notions (inclusion, barriers to learning and active participation in the learning process, support of diversity), The inclusive process is composed of five phases:

• Dimension and areas: 1. Getting started with the Index,

2. Obtaining Information about school,

3. Compiling the school plan for inclusive education,

4. Implementing the priorities,

5. Reviewing the process of the Guide – Evaluation. 2 Brief extract from the Index for Inclusion in Albanian language.

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DIMENSION A – Creating inclusive cultures, refers to the development of common inclusive Phase 1 - Getting started with the Index (the half of the tem): values and cooperation rapports. Field A.1 – Building Community, • Setting up a cooperation-coordinating group; Field A.2 – Establishing inclusive values. • Reviewing the approach to school development; DIMENSION B – Producing inclusive policies, enables the inclusion to be integrated in the school • Analysis of existing knowledge using the elaborating notions and review framework; plans and provides strategies for changes. • Deepening of the analysis using the indicators and questions; Field B.1 – Establishing the school for all, • Preparing to work with other groups. Field B.2 – Organizing support for diversity. DIMENSION C – Evolving inclusive practices, develops school practices which reflect the Phase 2 - Obtaining information about school (one term): inclusive culture and policies of the schools. Field C.1 – Organizing teaching and learning process, • Exploring the knowledge of employees; Field C.2 – Mobilizing of resources. • Exploring the knowledge of students; • Exploring the knowledge of parents/carers and members of local community; • Setting priorities for development.

Phase 1 Phase 3 - Compilation of an inclusive school development plan: Getting started with the Index • Reviewing the inclusive school development plan, • Analysis and setting the priorities in the school development plan.

Phase 4 –Implementing priorities: Phase 2 Finding out about the school • Implementing priorities into practice; • Sustaining development; • Assessing the process of the Guide.

Phase 5 – Follow-up of the work and reviewing the process (ongoing): Phase 5 Phase 3 Reviewing the Producing an inclusive • Evaluating developments; Index process school development • Reviewing work with the Guide; plan • Continuing the Guide process.

Phase 4 Implementing priorities

Figure 2. Implementation Phases of Index for Inclusion

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5. Process of implementation of the Index Work in the context of schools, due to the realization of the Index for in pre-school institutions and schools Inclusion – 2006/2007 The Index for Inclusion is used in many countries in the world as a suitable instrument for the • • SAVE THE CHILDREN development of inclusive schools and the document is adapted and has started to be used in • INITIATIVE 6 Kosovo also since 2007, with the support of Save the Children. The Index for Inclusion is part • Trainer: Prof. Dr. Naser Zabeli of the Strategic Plan for Organizing Inclusive Education for Children with Special Educational • 2006 - 25 teachers of the two schools “Ibrahim Fehmiu” and “Haziz Tolaj” Needs in Pre-University Education in Kosovo 2010-2015, which is part of the Kosovo • January 2007 – Search on the priorities of the school infrastructure reformulation of Education Strategic Plan 2010-2016 (PSAK). In the beginning, the Index for Inclusion started questionnaires to be implemented by Save the Children in 2006 in two schools of the Municipality of Prizren (Conduct of research April – September 2007 – Findings: 1. Lack of good behavior from teachers; (“Ibrahim Fehmiu” and “Haziz Tolaj”). non-organization of English language classes in the cabinet of English language; lack of good behavior from peers). 2008 – Lack of a good rapport between students and teachers – discussions with students, Later, in 2010, Save the Children signed a Memorandum of Understanding with MEST, related • teachers and parents. to the implementation of the Index for Inclusion. Firstly, the Manual (Guide) had to be adapted for the needs of Kosovo and a study visit to London, England, was organized in 2010 prior to Examples of priorities from these schools: Difference, segregation, and more support for some particular students over others. the process of the adaptation of the manual. During the visit, the opportunities to be acquainted • Debates and exchange experience with one of the authors of the Index for Inclusion, Tony Booth were • At the same time, these debates served for additional research! given. This visit also enabled a clear reflection of the priorities that its use has in schools and Reasons of school drop-off other educational institutions. Upon the return from the visit, the work to adapt the Index • Preventing bullying – frequent meetings, started and schools also became a part of it, so that this instrument could be useful and suitable • Carrying out of seminars for parents to raise the awareness. in the context of the school culture in Kosovo. Other measures for the school improvement: • More frequent meetings with parents, • The other research in May 2012. Example: Exercise of physical, psychological, and economical violence by some teachers and students. • Bullying in school. • Activities for 2012-2013 Example of priorities: School drop-out by students, with a particular focus on those of the RAE Community. • On 13 December 2013, the identification of students who had dropped-out school during that school year from the first to ninth grade was carried out. • On 14 December 2012, a debate between students, parents, and teachers on “Prevention of the School Drop-out of Students” was held. • Conflicts in school. • On 15 December 2012, a research was carried out with students, in relation to the causes of conflicts among students. Various opinions were expressed about this topic. • On 16 December 2012, a debate on the causes of conflicts among students in schools was held. • Example of priorities: the fair and unfair evaluation.

Table 1: Implementation Model of the Index for Inclusion (first included schools from 2006 until 2013) Photograph from the first workshop with teachers of “Ibrahim Fehmiu” and “Haziz Tolaj” Schools in Prizren

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Sample of work presentation after trainers’ monitoring Table 3: List of pre-school institutions and primary schools

NAME OF PRE-SCHOOL AND FERIZAJ NO. MUNICIPALITY PRESENTATION OF THE WORK OF COORDINATING GROUP FOR INCLUSION SCHOOL INSTITUTIONS 1 “Buzëqeshja” PI Prishtina yy Index for Inclusion 2 “Gëzimi Ynë” PI Mitrovica yy On 29 and 30 September the “Index for Inclusion” seminar was held in “Orchide” Restaurant 3 “Ardhëmëria Jonë” PI Ferizaj with “Tefik Çanga” School, in which Professor Naser Zabeli lectured. A total of 20 teachers were present in the seminar. 4 “Ardhëmëria 1” PI Gjilan yy Index for Inclusion is a document which should be implemented in school through the 5 “INTEGJ” PI Gjilan continuous work of teachers. 6 “Pëllumbat e Paqes” PI yy At the end of this seminar, together with the lecturer, the members of the group have been 7 “ Ganimete Terbeshi-Orize” PI selected. They later worked on various activities with teachers. 8 “Motrat Qiriazi” PI Prizren 9 “Migjeni” Primary School Mitrovica The work of working group for inclusion during the V and VI activities. - Use of indicators to identify initial concerns. 10 “Tefik Canga” Primary School Ferizaj - Discussion of facts. 11 “Thimi Mitko” Primary School Gjilan 12 “Ramiz Sadiku” Primary School Peja Meetings of the working group for inclusion: 13 “Zekeria Rexha” Primary School Gjakova

14 “Ibrahim Fehmiu” Primary School Prizren -Discussion and integration of indicators and questions with curricula, policies and practices in the school. 15 “Naim Frashëri” Primary School Prishtina 16 “AntonZako Çajupi” Primary School Mitrovica Group work during the meetings of working group for inclusion: - Review of all indicators and questions. In each preschool institution and primary school, three-day trainings have been organized, during - Identification and overcoming of obstacles in the use of the Index. which information about the process of the implementation of the Index through its 5 phases have been given as foreseen in the document, and at the same time the dynamic time plan was  On 12 March 2013, Professor Naser Zabeli paid a visit to our school in order to monitor developed for each phase. the work of several months.  The coordinating group for inclusion presented its work of several months and the achieved results. The implementation process of the Index in the preschool institutions and schools passes through 5 phases, which meet each other. However, the development of schools should not Table 2: Example of presentation of work while monitoring by the trainers. be perceived as a mechanical process. This development is a result of the creation of relations between values, emotions, actions, thoughts, analyses, and careful planning. In this state, three schools were selected: “Naim Frasheri”, “Thimi Mitko”, and “Ramiz Sadiku”, with whom it was worked two days in order to adapt the indicators and questionnaires with In order to carry out the activities foreseen in each phase, the pre-school institutions and regard to formulation, but also to content. In December 2010, the Albanian adapted version schools have established their coordinating teams in compliance with the given directives, and of the Index for Inclusion was published and distributed to schools, Municipal Education they continued their work through various phases. Each phase lasted approximately 2-3 months, Departments, to the Ministry of Education, Science and Technology, etc. In 2011, the Index for in conformity with the degree of activities foreseen to be carried out for each phase. In order to Inclusion continued with three schools that were included in the state of the adoption of the professionally support these institutions, Save the Children engaged two experts to monitor the Manual. After three days of training held with these schools, the coordinating teams in school activities in each phase. After each phase, a meeting would be held in schools and the degree of level were established. In 2012-2013, the Project increased the number of education institutions the realization of activities, the difficulties, further plans, etc, would be discussed. to 16, 8 of which were Pre-school Institutions, and 8 were Primary and Lower Secondary Schools in 7 Municipalities of Kosovo, which are mentioned in the table below:

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Table 4: Monitoring of Pre-school Institutions and Schools This form of support continued until the end of the fourth phase, which foresees the integration of the Index in the school development plans. On this occasion, a joint meeting of all schools was organized, and the achievements, problems faced and plans have been presented. TABLE OF MONITORING FOR INDEX FOR INCLUSION Pre-school Institutions/schools Date Phases of development of the Index for Achievements Challenges/ Planned Monitor’s Table 5: Integration of the Index in the model school development plans –from Inclusion obstacles activities for comments “Migjeni” Primary School, Mitrovica development Phase 1 Commencement of work with the Field of Particular aspects of fields 2013 2014 2015 Index quality of quality for the three-year • Establishment of coordinating team. period • Review of the approach to school development. 1. Culture, Training and preparing teachers Second First • Self-awareness of the Index. learning, quality for assessment of achievements/ Term Term • Elaboration on the existing of teaching, and knowledge of students, according to knowledge. learning process MEST standards. • Deepening of analysis by using indicators and questions. 2. Quality of Training teachers for interactive Month Month Month • Preparation to work with other teaching methodologies of child-centered IV –XII -I - XII I- XII groups. teaching 2013 Phase 2 Identifying problems of students Information about school having low success in learning. • Exploring knowledge of employees 3. Professionalism Seminar/workshop: preparation of 2013 2014 2015 and directors. • Exploring knowledge of students. of teachers teachers for developing the yearly • Exploring knowledge of parents and and monthly planning in accordance community members. with curricula documents. • Setting priorities for development. 4. Professionalism Preparatory workshop – professional Month Month Phase 3 of teachers development of teachers for I-VI I - VI Development of a development plan developing daily/class plans for inclusion in primary schools containing specific objectives. • Putting the Manual framework in the school development plan 5. Inclusive culture Preparing and publishing the school Month Month Month • Putting priorities in the school newspaper in teaching languages IV-VI – IV-VI –IV-VI development plan. with the participation of marginalized • Work of the team in reviewing the groups, too. development plan. • Decision of the team on the degree of modification of the plan, based on the work with the Manual. Phase 4 Fulfillment of priorities (ongoing) • Putting priorities into practice. • Continuing development. • Recording the progress. Phase 5 Fulfillment of priorities (in continuity) • Putting priorities into practice. • Continuing development. • Recording the progress.

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6. Research methodology 7. Good practices from the implementation of the Index in The qualitative research methodology has been used to collect data. The opinions were gathered through open-end interviews. Interviews have been conducted with educators, preschool institutions and schools teachers, parents, and students. Also, a focus group was organized with the school management staff. The research was conducted during October 2013-February 2014 period. In order to reflect as good as possible the results and difficulties of implementation of the Index, some surveys were carried out with teachers, students, and parents. The questionnaires Table 6 : Institutions included in the research and the number of respondents were composed of some questions about which the teachers, students, and parents were asked to reflect. Also, a focus group in which the following participated: representatives No Institution / school Location No. of No. of No. of from the Municipality, school and pre-school institution directors, teachers, educators, and Municipality educators, parents students representatives of Save the Children, who reflected about the process of implementation of teachers the Index, including the advantages and disadvantages, as well as difficulties found during the 1 “ Gëzimi ynë” PI Mitrovica 10 10 process. 2 “Pëllumbat e paqes” PI Peja 10 10 3 “ Ganimete Tërbeshi PI Gjakova 10 10 Information of teachers, parents, and students about the Index for Inclusion 4 “ Ardhmëria 1” PI Gjilan 10 10 5 “INTEGJ” PI Gjilan 10 10 How informed are the teachers, parents and student? 6 “Migjeni” P&LSS Mitrovica 10 10 10 From the analysis of interviews, it results that by the implementation of the Index for Inclusion, 7 “Tefik Canga” P&LSS Ferizaj 10 10 10 they have been informed about it and they have witnessed the positive impact from its 8 “R. Sadiku” P&LSS Peja 10 10 10 implementation. 9 “Thimi Mitko” P&LSS Gjilan 10 10 10 10 “Motrat Qiriazi” P&LSS Prizren 10 10 10 The majority of teachers, parents, and students said that they have information about its Total 100 100 50 implementation. This was argued with their attitudes which are as follows:

Teachers: Table 7: Participators in focus group • Now, the activities are carried out in our schools which have never been carried out before. No. Name and Institution Municipality Profession/ Possition • The coordinating group works. Surname • Trainings on topics which resulted to be of priority during the research have been delivered. 1 Fexhrije Halimi “Buzëqeshja” PI Assistant Educator • Research has been conducted (which did not happen before). 2 Gjejlon Begolli “ P. E paqes” PI Peja Director 3 Melihate Meha “A.Z.Cajupi” P&LSS Mitrovica Director 4 Refik Azemi MED Official Mitrovica Chairperson Parents: 5 Selim Zogaj “I. Fehmiu” P&LSS Prizren Teacher • They have asked for our ideas. • The Individual Education Plan has started to be implemented. 6 Resmije Rashiti “T.Canga” P&LSS Ferizaj Assistant Educator 7 Ermira Pruthi Save the Children Prishtina Project Official Dhurata Nixha Save the Children Prishtina Students: • We know that an important group functions. • Our teachers participate frequently in the meetings.

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Teachers said that they are generally informed about the Implementation of the Index for Changes in teachers Inclusion, but also a significant number of parents (16) and students (12) said the same. Teachers said that the implementation of the Index for Inclusion influenced them in their attitudes and job. They said the following: This indicates that the Index for Inclusion has been understood, and teachers are familiarized with its content, philosophy, and methodology. On the other hand, the fact that a significant number of parents and students are not informed, raises the issue of further work with children Teachers: and parents. • We generally feel more supported; • Greater inter-collegial cooperation in school; • Greater motivation to work with children/students with learning difficulties; Institutional changes and changes in teachers due to the • There is a more friendly environment in school (“I am happier with my job”); implementation of the Index for Inclusion • We have more information, and work plans for active inclusion of students.

Table 8: Institutional changes Students: • Teachers are more open; • They treat us better; Viewpoint of teachers Viewpoint of parents Viewpoint of students • They help us more. Problems identified; Teachers are more open The teachers’ behavior is Plans developed; towards children and they feel better; Priorities set; safer and more accepted. There is less absence in the Activities in institutions/school and the inclusion of parents A project won; For the first time (2013) classrooms; Educators and teachers said that because of the implementation of the Index for Inclusion, the Awareness of teachers is a child with autism was Labeling has decreased; number of activities in institution/school has increased. This can be seen from the increased higher; accepted in our school; There is a warmer welcoming number of meetings and topics discussed. Differentiated teaching is The school has a better for children with special taking place; setting; needs; Activities/topics: The absence level of It is discussed more about the The physical infrastructure students has been reduced; rights of child; has been upgraded; Greater help is provided Students with special needs There is a larger attendance • Inclusive policies and practices; for children/students with have been included in regular of students from the RAE • Opportunities to efficiently implement the Index of Inclusion; learning difficulties; classrooms. community. • Opportunity of inclusion of children/students with special needs in regular Inclusion of students with classrooms; special needs in regular • Work with children with autism; classrooms is taking place; • There has been a greater Work with children with Down Syndrome; inclusion of the RAE • Inclusive games; community members. • Forms of child socialization; Inclusion of priorities • Development of Individual Education Plan; derived from the research • Measures for reduction of absence of students. in school level in the School Development Plan. In addition, the educators and teachers said that at first it was difficult for them to implement the Index for Inclusion because there was a hesitation of staff to be engaged in, a cooperation which Compared to the positive statements about the changes in the institution, a significant number was not good due to the continuity of a long tradition, which was evident as the time passed, of parents (26) and students (10) said that they do not notice any change. Therefore, also in this and now a much better situation exists compared to the previous one. point, there must be a focus on the activities whereby tangible changes would be searched. On the other hand, the parents said that they have been involved in activities, when asked about things related to their children/students.

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Parents Index for Inclusion has created opportunities to overcome the prejudices and problems we suffer by inclusion and provision of quality education for children with special needs Sometimes, we have been asked to give, and we have given, ideas and suggestions for the progress of the learning process. Teacher SHF&MU ”Ibrahim Fehmiu” P&LSS, Prizren We have talked about greater opportunities of cooperation; We have given ideas about the functioning of the discipline in school. Viewpoint on Index for Inclusion in municipal level and by the directors of pre-school institutions and primary schools However, a considerable number of them (32) say that they have not been consulted and that they have joined the institution/school activities only on different holidays. This indicates that In the municipal level, this is seen as a new approach which has its own challenges starting with the old practice of inviting parents to school only on holidays or certain days still exists. Due to the concept of inclusive education until its realization in practice. Furthermore, the way of this reason, there is a need for more work toward the inclusion of parents in the activities of the the conception and the orientation of the project through the two components such as the institution. Therefore, a plan of work describing the institution activities in detail in relation to backup team at the municipal level, composed of representatives from three departments, the active participation of parents, should be foreseen. such as: Education Department, Health Department, and Social Welfare Department, then, the employment of teaching assistants, and the preparation of schools through trainings provided by Table 9: Recommendations from educators/ teachers, parents and students “Inclusion of Children with Special Needs in Preschool and Primary School Education in Kosovo” Project, implemented by the office of Save the Children in Kosovo, which was funded by the Ministry of Foreign Affairs of Italy. Educators/ teachers Parents Students

• Enhancement of • Continuation with the • School is a place where infrastructure conditions; Index for Inclusion; we pass many hours, School Director of “Anton Zako Çajupi” P&LSS, Mitrovica • Integration of professional • Implementation of laws therefore it should be Inclusion has been correctly understood in schools. associates (pedagogues, and regulations; more inclusive; Teacher in “Ibrahim Fehmiu” P&LSS, Prizren psychologists, etc.) in • Integration of the • The number of students The benefit from children, parents, and community because of the use of the Index was that school; pedagogue and in classrooms should be it has broken the prejudices. • Integration of teaching assistants; reduced; assistants; • Additional trainings for • More students with • Assessment of students teachers; special needs should be The inclusion of the Municipality in this process made it possible that the work with the Index to by an established • Stimulation of teachers; included; be considered with more seriousness by schools and kindergartens, because now, the schools Commission; • A greater space for have not been alone in this process. • Decrease of number of carrying out recreational students in classrooms; activities; • Inclusion of other schools, • Code of conduct “This is the first time that the school asks us and requests our ideas” as well; and rules should be “Teachers are more opened towards us and students” • Even more cooperation implemented better. A parent with Save the Children; • Delivery of other trainings; Whereas, from the schools and school directors, the Index is seen as a very important • A greater supervision by the Municipality and instrument and guide to explore the problems and various issues which schools face with. MEST; Furthermore, they believe that this has influenced also in building the capacities of schools to • Financial support. be able to identify by themselves the problems and challenges, but also to try to address and resolve various identified problems using the capacities and inner human and financial resources.

“Implementation of the Index has made us real researchers” Prioritization of issues to be addressed by the school, but also their inclusion in the development “Now we can develop projects, too.” Member of coordinating group“ Tefik Canga”, Ferizaj programs of schools has been an essential element, which is foreseen by the Index itself, so that this shall become a school tradition during the years to come. Some schools have gone

24 25 INDEX FOR INCLUSION DR. NASER ZABELI & - FACTS AND OPINIONS MA. LULAVERE BEHLULI further carrying out activities, which aimed at addressing the issues that were identified by the Opinions of the focus group, advantages of using the Index for research conducted at school, such as: lectures with parents, activities with students in order Inclusion in Preschool Institutions and Schools to address violence, bullying, drop-out of school, prevention of other negative phenomena in schools, etc. Even teachers see the importance and priorities of using the Index in schools, as • The use of the Index has had many positive results, because it has been multi- they emphasize that at first there were many difficulties due to the lack of information by the dimensional and impacted on schools so that they become more open and friendly staff and parents as regards the importance of the Index and benefits the school could have. for the staff, students, and community, and it has also raised the level of cooperation. They emphasize that in order for this to be achieved, it was needed to take slow steps, but over • The employment of educators and teaching assistants has enabled the building of time and after the inclusion of the other part of school staff, the work with the Index has been capacities of schools and kindergartens to support the children and students in school viewed as important in the school performance. The cooperation in community was increased and kindergarten. and this happened thanks to the research conducted with parents, who, through questions, had • Schools are not informed about the concept of inclusion. the opportunity to reflect about the school in entirety. Furthermore, the organization itself, • Increase of the number of activities with students within schools. which funded the project for the Index for Inclusion in Kosovo, Save the Children, considers • The cooperation with parents and community is enhanced. the project to be important, since it considers that it helps schools in providing them with the • Trainings for PIA have been organized and the teachers will use them. opportunity to create a suitable and inclusive environment for all children, through the help • The number of students with learning difficulties who have been involved in school obtained by the Index. They have particularly considered that the Index created opportunities and Individual Plan is increased. in overcoming prejudices and issues related to inclusion and provision of quality education for • Increase of cooperation between the school staff. children with special needs and due to this, they have used a more holistic approach and the • Various meetings with colleagues have been organized, in which various themes such trainings were organized so that they could treat the concept of Inclusion for the creation of as: violence in school, drop-off of school, etc. have been treated, and the school has more inclusive environments for all the children. advocated for different issues. • The teachers are motivated to work with children with special needs, who are now found in regular classrooms. • The students have been trained to undertake various initiatives within school for various issues. • The awareness of parents is increased. • Trainings of trainers have taken place within schools. • Students are freely expressing themselves about their problems.

Projects of pre-school institutions and schools Implementation of the Index for Inclusion has positively influenced the work in developing the projects by the teachers. The research and development of projects by the Institutions is considered as a weak spot, therefore the implementation of the Index has enabled the teachers to gain the skills for developing projects. In addition, the institutions where the Index for Inclusion has been implemented have applied and won other projects as well, and the teachers said that the activities organized within the context of the Index have enabled the development of skills for project drafting.

After a short training and practical monitoring and consultation, some Institutions have drafted projects and won grants which were given by Save the Children Organization and they have organized various activities in Institutions about issues related directly or indirectly with the Inclusion.

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Tabela 10. The list of pre-school institutions and schools which have won grants by 8. Challenges /difficulties of the Save the Children: implementation of the Index in No. Pre-school Institutions/ Projects Schools educational institutions in Kosovo 1 “Buzëqeshja” PI, Prishtina Overcoming obstacles and building confidence. 2 “Pëllumbat e Paqes”, PI Peja Inclusion in function of the increase of quality in Implementation of the Index for Inclusion in Kosovo has been accompanied with various teaching and learning. difficulties in various phases of implementation. The difficulties have been related to the 3 “Ardhmëria Jonë” PI, Ferizaj Increasing the quality of school and the relation of the implementation phases, because each phase has its own specifics through which the institution Index for Inclusion in enhancement of performance of passes, and it should carry out activities which often require willingness and determination by school. the educational institution staff and community in order that the desired changes take place. 4 “Intexh” PI, Gjilan Cooperation with communities and the socialization of children in function of inclusion. The Index for Inclusion is composed of 5 development phases, and each phase has its own 5 “Gëzimi Ynë”, PI Mitrovica Increasing the performance of educational work. specifics which should be duly followed, because each state is an important precondition to 6 “Ganimete Terbeshi Orize” For an inclusive kindergarten. go to the next phase and in some cases, when, for example, in the first phase it has not been PI Gjakova worked properly to inform the staff and familiarize it with the work with the Index, then this 7 “Ardhmëria” PI, Gjilan Educator-child-parent mutual cooperation makes the second, third, etc. phase more difficult. This is highly dependent on the commitment 8 “Zekeria Rexha” Primary Reduction of differences, lacks, cooperation with of human resources within school, for example, the director of school, as a key person who School, Gjakova parents and the creation of inclusive classrooms. supports and monitors the work of coordinating group, in all the phases of the work with the 9 “Haziz Tola” Primary School, Inclusion of interactive methods for cooperation and Index. Prizren modification in the school context. 10 “Motrat Qiriazi” Primary Inter-collegial cooperation and with parents in function Based on the experience with schools and pre-school institutions, some challenges have been School, Prizren of inclusion. common for all the institutions, but there have been also challenges, which were different 11 “Ibrahim Fehmiu” Primary Prevention of violence, advancement of cooperation from institution to institution. Informing the institution staff about the importance of the School, Prizren and the reduction of the school drop-out. implementation of the Index has been a common challenge, since 20-25 people from each 12 “Naim Frasheri” Primary Increase of quality of teaching and learning. institution have participated in trainings. In some schools, the number of the staff has been School, Prishtina much higher, and since the coordinating group has had to carry out the informing or training of 13 “ Ramiz Sadiku” Primary Inclusion in function of increase of the quality in the other part of the staff, this caused difficulties in some cases. School, Peje teaching and learning. 14 “Migjeni” Primary School, Establishing the inclusion culture through the The work of the coordinating group within school in some schools has also been a challenge. In Mitrovica identification and treatment of obstacles (barriers) in some schools, the coordinating group has not been very active and they did not have sufficient school. support from the school director, hence, neither from the other part of school staff. 15 “Andon Zako Çajupi” Let’s learn by playing. Primary School, Mitrovica The mentioned difficulties have been noted also in the use of the manual, especially in the 16 “Thimi Mitko” Primary Building the capacities of teachers in providing first and second phase of the implementation of the Index. This might have been because the School, Gjilan adequate services for children with learning difficulties. coordinating group was not sufficiently familiarized with the document and its use, especially in 17 “ Tefik Çanga” Primary Inclusion in function of the increase of quality in School, Ferizaj teaching and learning. using the indicators of the Index for identifying the needs within the school. This made that the questionnaires developed and used by schools, had no clear focus on the purpose of research, hence the results gained by the research did not offer novelties or information which would WE have had difficulties that the school staff be informed ad familiarized with the Index make the institution act towards the addressing of the identified problems. Difficulties have because the school works in 2 shifts and it has been difficult to organize meetings with the also been observed in the addressing of identified priorities by the schools. These difficulties whole staff. Members of the cooperating group ”Thimi Mitko” Gjilan were identified as a result of research within the schools and discussions with the staff either in relation to involvement in the school development plan or in carrying out activities to address

28 29 INDEX FOR INCLUSION DR. NASER ZABELI & - FACTS AND OPINIONS MA. LULAVERE BEHLULI them. The reasons are different. In some schools, it was difficult for the staff to become 9. Conclusion and recommendations committed, because the school operated in two shifts. Another reason is that the staff was engaged out of regular working hours and this was done mainly on voluntary basis, but not as an issue of a policy or practice of school, and the lack of financial resources caused the The Index for Inclusion is a useful and important Manual for kindergartens and schools, activities to be partially carried out, and there are even cases when no concrete initiatives have especially in promoting the inclusion in education. This is also shown by various studies that been taken. In general, it can be concluded that the first year of work with the Index, is rather have been made in other countries, but even in this research, which shows that the use of this a year during which the schools and the school staff should become familiar and get used to Manual shall build school and kindergartens’ capacities to identify and treat various problems and it, and because there is a lack of inclusive culture and team work in schools, it makes the work issues which these institutions may face during their daily work. This is particularly important with the Index more difficult. Therefore, considering the identified difficulties and the above for a better use of school resources and increase of the cooperation with the community, in mentioned reasons, this may be regarded as normal as per the first year of these institutions’ order for the school to be an inclusive institution for all the children of the community. Based on work with the Index. these good practices, which have been found by the use of the Index for Inclusion in Kosovo, we recommend the following:

• The Index for Inclusion should be part of MEST policies in order to promote and implement inclusive policies in all the education institutions in Kosovo; • The support of the Municipal Education Departments in promoting the importance of the use of the Index for Inclusion in education institutions should continue; • Municipal Education Departments should continue their support for the continuation of the use of the Index for Inclusion in the institutions which have worked with it, so that this becomes part of the culture of these institutions; • The positive models created in kindergartens and schools where the Index for Inclusion has been implemented, should be expanded also in other kindergartens and schools, in order to expand the network of kindergartens and schools which offer inclusive settings; • Kindergarten and schools which have used the Index, should continue the research in fields that have been less explored, or in fields where they want to increase their performance, including all actors in and outside of school; • School institutions should intensify and continue their work especially with parents and students, so that they become participators and decision makers in the institutions where their children are involved; • The creation of a network of kindergartens and schools which have worked with the Index for Inclusion, in order to exchange the experience and promote it in other schools; • The Index for Inclusion should continue to be promoted also through programs in the high education level, as a special subject or within any certain subject, such as in the subject of inclusive education or other relevant subjects; • The Index should be treated also in various programs of trainings, which are organized by the Municipalities, partners or various NGOs.

30 31 INDEX FOR INCLUSION DR. NASER ZABELI & - FACTS AND OPINIONS MA. LULAVERE BEHLULI

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